教師資格證《高中英語》試題及答案1.Whichofthefollowingbestdefines"communicativecompetence"proposedbyDellHymes?A.TheabilitytoproducegrammaticallycorrectsentencesB.TheabilitytouselanguageappropriatelyinsocialcontextsC.TheknowledgeofphonologicalrulesinalanguageD.TheskilltotranslatebetweenlanguagesaccuratelyAnswer:B.Communicativecompetence,putforwardbyDellHymes,emphasizesnotonlygrammaticalcorrectness(linguisticcompetence,proposedbyChomsky)butmoreimportantlytheabilitytouselanguageappropriatelyinspecificsocialandculturalcontexts.OptionAreferstolinguisticcompetence;Cisphonologicalcompetence,asubpartoflinguisticcompetence;Disrelatedtotranslationskill,notcommunicativecompetence.2.Intask-basedlanguageteaching(TBLT),whichstagefocusesonpreparingstudentsforthemaintaskthroughactivitiesliketopicintroductionandvocabularyinput?A.Pre-taskstageB.While-taskstageC.Post-taskstageD.Task-evaluationstageAnswer:A.TBLTtypicallyincludesthreestages.Thepre-taskstageaimstoactivatestudents'priorknowledge,introducethetopic,presentkeyvocabularyorstructures,andclarifytaskrequirementstopreparethemforthemaintask.Thewhile-taskstageinvolvesstudentscompletingthetask,focusingonmeaningcommunication.Thepost-taskstageincludestaskevaluation,languagefocus(analyzingandpracticingkeylanguageitemsusedinthetask).Thereisno"task-evaluationstage"asanindependentstageinstandardTBLTframeworks.3.WhichofthefollowingisacharacteristicoftheCommunicativeLanguageTeaching(CLT)approach?A.PrioritizinggrammartranslationdrillsB.Usingauthenticlanguagematerialsandreal-lifecontextsC.FocusingonmemorizationofdialoguesandsentencepatternsD.EmphasizingcorrectpronunciationthroughminimalpairpracticeAnswer:B.CLTadvocatesusingauthenticlanguagematerials(e.g.,realarticles,videos,conversations)andcreatingreal-lifecommunicationcontextstodevelopstudents'abilitytouselanguageforcommunication.OptionAisafeatureoftheGrammar-TranslationMethod;CistypicaloftheAudio-LingualMethod;DispartofphoneticsteachingbutnotacorecharacteristicofCLT.4.AccordingtotheNationalEnglishCurriculumStandardsforSeniorHighSchool(2017edition),whichofthefollowingisNOToneofthecorecompetencies?A.LanguageabilityB.CulturalawarenessC.LearningstrategiesD.ThinkingqualityAnswer:C.The2017editionoftheNationalEnglishCurriculumStandardsforSeniorHighSchooldefinesfourcorecompetencies:languageability,culturalawareness,thinkingquality,andlearningability."Learningstrategies"waspartofthefivecurriculumgoalsinthepreviousversion(2003edition)butisnowintegratedinto"learningability"inthecorecompetenciesframework.5.Whatisthemainpurposeofskimmingasareadingstrategy?A.TofindspecificdetailsquicklyB.TounderstandthemainideaofatextC.ToanalyzethegrammaticalstructureofsentencesD.ToguessthemeaningofunknownwordsfromcontextAnswer:B.Skimmingisafastreadingtechniqueaimedatgettingthegistormainideaofatext.Readersfocusonheadings,topicsentences,openingandclosingparagraphs,andignoredetailedinformation.OptionAisthepurposeofscanning;Cisclosereading;Disavocabularylearningstrategyduringreading.6.Whichofthefollowinglinguistictermsreferstotherelationshipbetweenwordslike"teacher"and"student"(oppositeroles)?A.SynonymyB.AntonymyC.HyponymyD.ComplementarityAnswer:B.Antonymyistherelationshipbetweenwordswithoppositemeanings."Teacher"and"student"arerelationalantonyms(converseantonyms),whereonetermimpliestheexistenceoftheother.Synonymy(A)iswordswithsimilarmeanings;hyponymy(C)istheinclusionrelationship(e.g.,"apple"isahyponymof"fruit");complementarity(D)ispairswherethenegationofoneistheaffirmationoftheother(e.g.,"alive"and"dead").7.Inthesentence"JohngaveMaryabook",whichelementfunctionsastheindirectobject?A.JohnB.gaveC.MaryD.abookAnswer:C.Inaditransitivesentencestructure"Subject+Verb+IndirectObject+DirectObject",theindirectobjecttypicallyreferstotherecipientorbeneficiary,andthedirectobjectisthethingbeinggiven.Here,"John"isthesubject,"gave"istheverb,"Mary"(recipient)istheindirectobject,and"abook"(thethinggiven)isthedirectobject.8.Whichofthefollowingisanexampleofaformativeassessment?A.AfinalexamattheendofasemesterB.Amid-termtesttorankstudents'academicperformanceC.Teacherfeedbackonstudents'draftcompositionsD.Anationalcollegeentranceexamination(Gaokao)Answer:C.Formativeassessmentisconductedduringthelearningprocesstomonitorprogress,providetimelyfeedback,andimproveteachingandlearning.Teacherfeedbackondraftcompositionshelpsstudentsidentifystrengthsandweaknessesintheirwritingprocess,whichisformative.OptionsA,B,andDaresummativeassessments,whichevaluatelearningoutcomesattheendofaperiodtodetermineachievementlevels.9.AccordingtoVygotsky'ssocioculturaltheory,the"ZoneofProximalDevelopment"(ZPD)refersto:A.ThelevelofcognitivedevelopmentachildhasalreadyachievedB.Thedifferencebetweenachild'sactualdevelopmentlevelandpotentialdevelopmentlevelwithguidanceC.TheabilitytosolveproblemsindependentlywithoutanyhelpD.ThesocialandculturalbackgroundthatinfluenceslearningAnswer:B.VygotskydefinedZPDasthegapbetweenalearner'scurrentindependentproblem-solvingability(actualdevelopmentlevel)andthepotentialabilitytheycanreachwithscaffoldingfromamorecapableother(teacher,peer,etc.).OptionAistheactualdevelopmentlevel;CisbeyondZPD(independentperformance);Disthesocioculturalcontext,whichinfluencesZPDbutisnotthedefinitionitself.10.Whichofthefollowingteachingactivitiesismostsuitablefordevelopingstudents'speakingfluency?A.RepeatingmodelsentencesaftertheteacherB.Doingmultiple-choiceexercisesongrammarrulesC.Participatinginarole-playaboutorderingfoodinarestaurantD.TranslatingapassagefromChinesetoEnglishAnswer:C.Speakingfluencyfocusesontheabilitytoexpressideascoherentlyandsmoothlyinrealcommunication.Role-playinginarestaurantinvolvesusinglanguagetointeract,negotiatemeaning,andmaintainaconversation,whichpromotesfluency.OptionAismechanicalpracticeforaccuracy;Bisgrammarpractice;Distranslation,whichfocusesonaccuracyratherthanfluency.11.Theterm"register"insociolinguisticsrefersto:A.Avarietyoflanguageusedinaspecificsocialsituation(e.g.,formalvs.informal)B.TheaccentofaspeakerbasedontheirregionaloriginC.ThegrammaticalcorrectnessofasentenceD.TheabilitytoswitchbetweendifferentlanguagesAnswer:A.Register,asdefinedbyHalliday,isalanguagevarietydeterminedbythecontextofsituation,includingfield(subjectmatter),tenor(relationshipbetweenparticipants),andmode(channelofcommunication).Itexplainswhypeopleusedifferentlanguagestyles(e.g.,formalinacademicwriting,informalincasualconversation).OptionBisdialect/accent;Cisgrammaticality;Discode-switching.12.WhichofthefollowingisadisadvantageoftheGrammar-TranslationMethod?A.OveremphasisonoralcommunicationskillsB.InsufficientattentiontoreadingandwritingC.Neglectofstudents'communicativecompetenceinrealcontextsD.ToomuchuseofauthenticlanguagematerialsAnswer:C.TheGrammar-TranslationMethodfocusesonteachinggrammarrulesandvocabularythroughtranslationbetweenthetargetlanguageandthemothertongue,withlittleemphasisonlisteningandspeakingskillsorrealcommunication.Thus,itneglectscommunicativecompetence.OptionAisincorrectbecauseitunderemphasizesoralskills;Biswrongasitoveremphasizesreading/writing;Disnotafeature(itusesliterarytexts,notauthenticreal-lifematerials).13.Inreadingcomprehension,"scanning"isastrategyusedto:A.Understandtheauthor'sattitudeandpurposeB.IdentifythemainideaofaparagraphC.Locatespecificinformationquickly(e.g.,names,numbers,dates)D.AnalyzethestructureofatextAnswer:C.Scanninginvolvesrapidlymovingeyesoverthetexttofindspecificdetailssuchaskeywords,numbers,orfactswithoutreadingtheentiretext.OptionArequiresinferentialreading;Bisskimming;Distextstructureanalysis.14.Whichofthefollowingbestdescribestheinductivemethodingrammarteaching?A.Presentinggrammarrulesfirst,thenprovidingexamplesandexercisesB.UsingauthentictextstopracticegrammarincontextC.HavingstudentsdiscovergrammarrulesbyanalyzingexamplesD.TranslatingsentencestolearngrammarusageAnswer:C.Theinductivemethodstartswithpresentingexamples(sentences,dialogues)containingthetargetgrammarstructure,guidesstudentstoobserve,compare,andanalyze,thenhelpstheminducethegrammarrules.Thisisstudent-centeredandpromotesactivelearning.OptionAisthedeductivemethod;Biscontextualizedgrammarteachingbutnotspecificallyinductive;DistheGrammar-TranslationMethodapproach.15.AccordingtoKrashen'sInputHypothesis,"i+1"refersto:A.Inputthatismuchmoredifficultthanthelearner'scurrentlevelB.Inputthatisslightlyabovethelearner'scurrentcompetencelevelC.Inputthatisexactlyatthelearner'scurrentlevelD.InputthatissimplifiedtothemaximumextentAnswer:B.Krashenproposedthatlanguageacquisitionoccurswhenlearnersareexposedto"comprehensibleinput"(i+1),where"i"isthelearner'scurrentinterlanguagelevel,and"+1"isthenextleveloflanguagethatisslightlybeyondbutstillunderstandablewithcontextorpriorknowledge.Inputthatistoodifficult(A)isnotcomprehensible;inputatcurrentlevel(C)doesnotpromoteacquisition;over-simplifiedinput(D)maylacknecessarycomplexityfordevelopment.16.ThefourcorecompetenciesinseniorhighschoolEnglishteachingspecifiedbythe2017NationalCurriculumStandardsarelanguageability,culturalawareness,thinkingquality,and______.Answer:learningability.The2017editionoftheNationalEnglishCurriculumStandardsforSeniorHighSchoolintegratesthepreviousfivecurriculumgoals(languageskills,languageknowledge,culturalawareness,learningstrategies,emotionalattitudes)intofourcorecompetencies:languageability(integratingskillsandknowledge),culturalawareness,thinkingquality,andlearningability(integratinglearningstrategiesandemotionalfactors).17.In語用學(xué)(pragmatics),thethreetypesofspeechactsproposedbyJ.L.Austinarelocutionaryact,illocutionaryact,and______.Answer:perlocutionaryact.Austin'sSpeechActTheorydividesaspeechactintothreelevels:locutionaryact(theactofsayingsomething,theliteralmeaning),illocutionaryact(theactperformedinsayingsomething,theintendedmeaningorfunction,e.g.,requesting,promising),andperlocutionaryact(theeffectproducedbytheutteranceonthelistener,e.g.,persuading,confusing).18.Thethreebasicstagesofataskintask-basedlanguageteachingarepre-task,while-task,and______.Answer:post-task.Pre-taskpreparesstudentsforthetask(e.g.,introducingtopic,providingkeylanguage);while-taskinvolvesstudentscompletingthetaskcollaboratively,focusingonmeaning;post-taskincludessharingtaskresults,evaluatingperformance,andanalyzinglanguagefeaturesusedinthetask(languagefocus).19.InEnglishwriting,______cohesionreferstotheuseofconjunctions(e.g.,however,therefore)toconnectideasbetweensentencesorparagraphs.Answer:logical.Cohesionintextincludesgrammaticalcohesion(reference,substitution,ellipsis)andlexicalcohesion(repetition,synonymy,collocation).Logicalcohesionusesconjunctionsoradverbialstoindicatelogicalrelationships(addition,contrast,cause-effect),ensuringthetextiscoherent.20.The______approachtolanguageteachingemphasizesthatlearningisanactiveprocessofconstructingknowledgethroughinteractionwiththeenvironment,ratherthanpassivelyreceivinginformation.Answer:constructivist.Constructivistlearningtheory,representedbyPiagetandVygotsky,arguesthatlearnersactivelybuildknowledgeandunderstandingbasedonpriorexperiencesandsocialinteractions.Inlanguageteaching,thisapproachencouragesstudent-centeredactivities,exploration,andcollaborativelearning.21.______assessmentisusedtoidentifystudents'priorknowledgeandlearningdifficultiesatthebeginningofacourseorunit.Answer:Diagnostic.Diagnosticassessmentaimstodiagnosestudents'existinglevel,strengths,andweaknessesbeforeinstruction,helpingteachersdesignappropriateteachingplans.Itdiffersfromformative(duringlearning)andsummative(afterlearning)assessments.22.Inphonology,a______isthesmallestunitofsoundthatcandistinguishmeaninginalanguage(e.g.,/p/and/b/in"pat"and"bat").Answer:phoneme.Phonemesarecontrastivesoundunits.Replacingonephonemewithanotherinawordresultsinachangeofmeaning.All</think>(</think>phones)areactualspeechsounds,butphonemesareabstractmentalrepresentationsofdistinctivesounds.23.The______method,popularinthe1950s-1960s,emphasizesdrillingofsentencepatternsandhabitformationthroughrepetitionandimitation.Answer:Audio-Lingual.TheAudio-LingualMethod(ALM)isbasedonbehavioristtheory,viewinglanguagelearningashabitformation.Itusesdialogues,patterndrills(substitution,transformation),andminimalpairpractice,withlittlefocusongrammarexplanationormeaning.24.Whenastudentsays"Igotoschoolyesterday",theerrortypeis______(relatedtoverbtense).Answer:tenseinconsistency/incorrecttenseusage.Theadverb"yesterday"indicatespasttime,sotheverbshouldbe"went"(pasttense)insteadof"go"(baseform).Thiserrorreflectsthestudent'sincompletemasteryofpasttenserules.25.______referstotheabilitytouselearningstrategies(e.g.,planning,monitoring,evaluating)toregulateone'sownlearningprocess.Answer:Metacognitiveability.Metacognitioninvolvesthinkingaboutone'sownthinkingandlearningprocesses.Metacognitivestrategiesincludesettinglearninggoals,monitoringcomprehension,evaluatinglearningoutcomes,andadjustingstrategiesaccordingly,whicharecrucialforautonomouslearning.26.ThemaingoalofEnglishteachinginseniorhighschoolistodevelopstudents'abilitytouseEnglishforcommunication.(True/False)Answer:True.TheNationalEnglishCurriculumStandardsemphasizethattheoverallgoalofseniorhighschoolEnglishteachingistodevelopstudents'communicativecompetence,enablingthemtouseEnglisheffectivelyinlistening,speaking,reading,writing,andtranslatingtocommunicateinformation,expressideas,andparticipateinsocialinteractions.27.InEnglishlisteningteaching,teachersshouldalwaysprovidestudentswithtranscriptsbeforelisteningtoensurecomprehension.(True/False)Answer:False.Providingtranscriptsbeforelisteningreducestheneedforstudentstoprocessauditoryinput,hinderingthedevelopmentoflisteningskills(e.g.,predicting,inferencing,note-taking).Transcriptscanbeusedafterlisteningforverification,analysisofdifficultpoints,orlanguagelearning,butnotbeforehand.28.Thedeductivemethodofgrammarteachingismoreeffectivethantheinductivemethodforallstudents.(True/False)Answer:False.Theeffectivenessdependsonfactorslikestudents'age,cognitivelevel,andthecomplexityofthegrammarstructure.Deductivemethod(rule-first)maybeefficientforadultsorcomplexrules,whileinductivemethod(example-first)isbetterforyoungerstudentsorsimplerules,promotingactivethinking.Acombinationofbothisoftenoptimal.29.CulturalawarenessteachinginEnglishclassonlyinvolvesintroducingforeigncultures,notChineseculture.(True/False)Answer:False.Culturalawarenessincludesunderstandingbothtargetculturesandone'sownculture,aswellascross-culturalcommunicationcompetence.SeniorhighschoolEnglishteachingshouldhelpstudentscompareChineseandforeigncultures,fosterculturalconfidence,andenablethemtointroduceChinesecultureinEnglish,promotingcross-culturaldialogue.30."Heistallerthanme"isgrammaticallyincorrect;itshouldbe"HeistallerthanI".(True/False)Answer:False.Both"thanme"and"thanI"areacceptableinmodernEnglish,butwithdifferentgrammaticalanalyses."Thanme"treats"than"asapreposition,with"me"asobject;"thanI(am)"treats"than"asaconjunction,withtheverb"am"omitted.Ininformalcontexts,"thanme"ismorecommonlyused,while"thanI"isformal.Neitherisstrictlyincorrect.31.Skimmingisareadingstrategyusedtounderstandeverydetailofatext.(True/False)Answer:False.Skimmingisarapidreadingtechniquetogetthemainidea,centraltheme,oroverallstructureofatextbyreadingheadings,topicsentences,andconcludingsentences,ignoringspecificdetails.Understandingdetailsrequiresscanningorclosereading.32.Formativeassessmentfocusesonevaluatingstudents'learningoutcomesattheendofasemester.(True/False)Answer:False.Formativeassessmentoccursduringthelearningprocess(e.g.,classdiscussions,homeworkfeedback,peerreviews)tomonitorprogressandprovidefeedbackforimprovement.Summativeassessmentevaluatesoutcomesattheendofaperiod(e.g.,finalexams).33.Intask-basedlanguageteaching,theprimaryfocusduringthewhile-taskstageisoncorrectingstudents'grammaticalmistakesimmediately.(True/False)Answer:False.TBLTprioritizes"meaningfirst"duringthewhile-taskstage,wherestudentsfocusoncompletingthetaskthroughcommunication,andfluencyisemphasizedoveraccuracy.Correctingmistakesimmediatelymayinterruptcommunicationflow.Languageaccuracyisaddressedinthepost-taskstage(languagefocus).34.The"silentperiod"insecondlanguageacquisition,proposedbyKrashen,referstothestagewherelearnersproducelittlelanguagebutareactivelyacquiringitthroughlistening.(True/False)Answer:True.Krashennotedthatmanysecondlanguagelearnersgothroughasilentperiod,especiallychildren,wheretheyfocusoncomprehendinginputratherthanproducingoutput.Thisisanormalpartofacquisition,andforcingproductionduringthisstagecanbecounterproductive.35.Ateacherwhoalwaysusesthetargetlanguage(English)inclassismoreeffectivethanonewhousesamixofEnglishandChinese.(True/False)Answer:False.TheuseofL1(Chinese)dependsonstudents'proficiencylevel,teachingobjectives,andthecomplexityofcontent.Forbeginnersorwhenexplainingabstractgrammarrules/culturalconcepts,appropriateL1usecanenhancecomprehensionandsavetime.OveruseofL1hinderstargetlanguageexposure,butexclusiveL2usemaycauseconfusionifstudentscan'tunderstandkeypoints.Abalanced,context-appropriateapproachisbetter.36.Analyzethefollowingstudent'sEnglishcompositionandidentifythreecommonerrortypes.Provideexamplesforeachtypeandsuggestteachingstrategiestoaddressthem.Studentcompositionexcerpt:"MynameisLiMing.Iamaseniorhighschoolstudent.IverylikeEnglish.BecauseIthinkitisinteresting.Lastweek,IgototheEnglishcorner.Imeetmanyfriendsthere.TheyarealllikeEnglish.IhopeIcanspeakEnglishgoodinthefuture."Answer:ErrorType1:Adverbplacementerror.Example:"IverylikeEnglish"(correct:"IlikeEnglishverymuch").Teachingstrategy:Explainthatadverbslike"very"cannotmodifyverbsdirectly;theyusuallymodifyadjectives/adverbsorareplacedattheendofaclausewhenmodifyingverbs.Providecontrastiveexamples(e.g.,"Herunsfast"vs."Hefastruns")andpracticeexercises(reorderingadverbphrases).ErrorType2:Tenseinconsistency.Example:"Lastweek,IgototheEnglishcorner"(correct:"Lastweek,IwenttotheEnglishcorner");"Imeetmanyfriendsthere"(correct:"Imetmanyfriendsthere").Teachingstrategy:Linktensetotimemarkers(e.g.,"lastweek"→pasttense).Usetimelinestovisualizetenserelationships,designcontext-basedexercises(e.g.,writingabout"MyWeekend"withpasttenseprompts),andprovideerrorcorrectiontaskswherestudentsidentifyandcorrecttenseerrorsinsamplesentences.ErrorType3:Incorrectwordform(adjectiveinsteadofadverb).Example:"speakEnglishgood"(correct:"speakEnglishwell").Teachingstrategy:Clarifythedifferencebetweenadjectives(modifynouns)andadverbs(modifyverbs,adjectives,adverbs).Useexampleslike"Sheisagoodsinger"(adjective)vs."Shesingswell"(adverb).Practiceexercisesincludeconvertingadjectivestoadverbs(e.g.,quick→quickly)andfillinginblankswithcorrectforms(e.g.,"Heplaysbasketball______(good/well)").ErrorType4(additional):Sentencefragment.Example:"BecauseIthinkitisinteresting."(startswith"because"butisnotacompletesentence).Teachingstrategy:Explainthat"because"introducesadependentclause,whichmustbecombinedwithanindependentclause(e.g.,"IlikeEnglishbecauseIthinkitisinteresting").Providesentencecombiningexerciseswherestudentsconnectdependentandindependentclausescorrectly.37.Designapre-readingactivityforaseniorhighschoolEnglishreadinglessonwiththetopic"OnlineLearning".Explainthepurposeoftheactivityandhowithelpsstudentsprepareforreading.Answer:Pre-readingActivity:"Think-Pair-Share"withaKWLChartSteps:1.Individual"Think"(3minutes):StudentscompletethefirsttwocolumnsofaKWLchart:K(WhatIKnow):Write3-5thingstheyalreadyknowaboutonlinelearning(e.g.,"Onlinelearningusescomputers/phones";"Wecanlearnathome").W(WhatIWanttoKnow):Write2-3questionstheyhaveaboutonlinelearning(e.g.,"Whataretheadvantagesofonlinelearning?";"Howtostayfocusedinonlineclasses?").2.PairDiscussion(4minutes):StudentssharetheirKandWentrieswithapartner,discussingsimilaritiesanddifferences,andaddingnewideastotheircharts.3.Whole-class"Share"(5minutes):VolunteerssharetheirKandWitems;theteacherrecordskeypointsontheboard,creatingaclassKWLchart.PurposeandBenefits:Activatingpriorknowledge:The"K"columnlinksnewcontenttostudents'existingexperienceswithonlinelearning(commonduringtheCOVID-19pandemic),reducingcognitiveloadandincreasingrelevance.Generatingcuriosity:The"W"columnencouragesstudentstosetpersonallearninggoals,motivatingthemtoreadactivelytofindanswerstotheirquestions.Buildingschema:ThesharedclassKWLchartcreatesacollectiveknowledgebase,ensuringallstudentshaveabasicunderstandingofthetopicbeforereading,whichhelpsinpredictingtextcontentandmakingconnections.Promotingengagement:Collaborativediscussion(pair-share)increasesstudentparticipationandallowsshystudentstoexpressideasinasmallgroupbeforewhole-classsharing.38.Explaintheconceptof"scaffolding"inlanguageteachingandprovidethreeexamplesofscaffoldingstrategiesateachercanuseinaspeakinglesson.Answer:Scaffolding,derivedfromVygotsky'ssocioculturaltheory,referstotemporarysupportprovidedbyteachersorpeerstohelplearnerscompletetaskswithintheirZoneofProximalDevelopment(ZPD).Aslearnersgaincompetence,thescaffoldingisgraduallyremoved,enablingindependentperformance.Examplesofscaffoldingstrategiesinaspeakinglesson(topic:"DescribingaFavoriteMovie"):1.Modeling:Theteacherfirstmodelsasampledescriptionusingaclearstructure:"Myfavoritemovieis*TheShawshankRedemption*.ItisadramafilmdirectedbyFrankDarabont.ThemaincharactersareAndyandRed.Ilikeitbecauseitshowstheimportanceofhopeandfriendship.MyfavoritesceneiswhenAndyescapesfromprison."Thisprovidesalanguageandstructuralmodelforstudentstofollow.2.GraphicOrganizer:Providestudentswithatemplate:Movietitle:________Genre:________(drama/comedy/action)Maincharacters:________Reasonforliking:________(because+adjective/clause)Favoritescene:________(when+situation)Theorganizerscaffoldscontentorganization,reducingthecognitiveloadofstructuringideas,allowingfocusonlanguageexpression.3.VocabularyBank:Pre-teachanddisplaykeyvocabularyrelatedtomovies:genrewords(drama,thriller),descriptiveadjectives(exciting,touching,inspiring),verbs(direct,star,portray),andsentenceframes("Iwouldrecommenditto...because...";"WhatIlikemostaboutitis...").Thisprovideslinguistictoolstoexpressideastheymaynotyethaveintheirinterlanguage.4.PromptingandQuestioning:Whenastudentstruggles,theteacherasksguidingquestions:"Whatkindofmovieisit?"(iftheycan'tnamethegenre),or"Howdidthemoviemakeyoufeel?"(toelicitadjectives),helpingthemmovebeyondtheimpassewithoutgivingdirectanswers.Thesestrategiessupportstudentsincompletingthespeakingtasksuccessfully,graduallybuildingtheirabilitytodescribemoviesindependently.39.CompareandcontrasttheadvantagesanddisadvantagesoftheGrammar-TranslationMethodandtheCommunicativeLanguageTeachingapproachinseniorhighschoolEnglishteaching.Answer:AspectGrammar-TranslationMethod(GTM)CommunicativeLanguageTeaching(CLT)Advantages1.Developsreadingandwritingskills,especiallytranslationability,whichisusefulforexampreparation(e.g.,Gaokaoreadingcomprehensionandtranslationsections).<br>2.Helpsstudentsunderstandgrammarrulesclearlythroughexplicitexplanation,facilitatingaccuratelanguageproduction.<br>3.Requiresminimalresources(textbooks,blackboard),suitableforlargeclassesorresource-limitedenvironments.<br>4.Buildsvocabularythroughdirecttranslation,makingwordmeaningsclearforbeginners.1.Developscommunicativecompetence,enablingstudentstouseEnglishinreal-lifesituations(e.g.,speakingwithforeigners,writingemails).<br>2.Enhanceslisteningandspeakingskillsthroughinteractiveactivities(role-plays,discussions),addressingthe"啞巴英語"(muteEnglish)problem.<br>3.Increasesstudentengagementthroughauthentic,meaningfultasks(e.g.,planningatrip,debatingsocialissues),mo